Magister Artium (Development Studies) - MA(DVS) / Malnutrition is a big public health concern in Malawi. Almost 40% of under-five children in Malawi suffer from malnutrition. Children born to poor mothers with low education levels have higher chances of being malnourished. Great disparities are also seen between children born in rural areas and those born in cities and towns. This research examines the linkages between mothers’ education attainment and child malnutrition. The Capability Approach and the UNICEF Conceptual Framework on child malnutrition was used in ascertaining how education affects mother’s choices and practices on child’s health and nutrition. The Explanatory Sequential Mixed Method Design was used. Combining elements of Qualitative and Quantitative research methods to provide depth and breadth of how mother’s education affects child’s health and nutrition. Findings from the Quantitative analysis of the 2015-2016 Malawi Demographic and Health Surveys data on child malnutrition and women’s education, informed the qualitative approach. The results guided in purposively sampling participants for the Qualitative research. Stata 14 was used to analyse quantitative data. Themes were drawn from the qualitative data and an analysis of the recurring themes was done using Atlas.ti 8. The study found that there is an association between mother’s education and child health. Children born to mothers with secondary and higher education qualification have lower odds of malnutrition and poor health. Inadequate knowledge on nutrition, food and nutrition insecurity, poverty and low welfare status of mothers with low education levels are contributing factors to high incidences of malnutrition among their children. Malawi needs to invest in girl’s education; particularly in rural areas where many girls do not transition to secondary school.

Purpose/aim The aim of our dissertation is to increase consumers’ buying awareness of green food and promote green food consumption in eastern China. Approach We collect data through a questionnaire and present hypotheses through reading related scientific articles. The data analysis includes description of samples and statistical tests in the form of cross tabulations, chi squares and frequency tables. Findings The questionnaire researches consumers’ income and education levels, ages and price of green food, etc. We find ages and education levels have a significant influence on frequency of buying green food, while income levels and price have no strong influence. Originality/value An original idea is to research the current green food market, and based on it to increase the consumers’ buying awareness and promote green food consumption. Further, the empirical data is collected from different cities in the east where there is a higher demand of green food. The study has value for the debate concerning the group of people who are older and have lower education levels as our great target consumers. The result of income levels and price means consumers are more lay attention to green food quality.

Drawing on the European Social Survey the main objective of this essay is to assess whether there are differences in income convergence between immigrants and natives depending on whether one has a university education or not. This approach contrasts that of most other studies on income assimilation, as they typically only use education as a control variable. The results indicate that immigrants with lower education experience a larger negative income gap at arrival, but that their convergence rates are faster than those with higher education. Furthermore, the results imply that studying income convergence is very sensitive to having the proper kind of data. Using cross-sectional data, the study appears to suffer from various sources of bias.

Retention and matriculation are topics of heavy debate and inquiry in higher education as rising tuition costs, coupled with declining state support, have fueled the need for increased accountability. In Mississippi, few studies have been conducted that are unique to the public universities in the state in order to analyze success factors in higher education. The purpose of this study was to analyze these success factors at Mississippi’s public universities as measured by successful degree completion within a six-year time period. This study analyzed High School GPA, ACT Scores, Parental Income Levels, Parental Education Levels, Ethnicity, and Gender. Academic, demographic and socioeconomic data were gathered on two cohorts of resident first-time, full-time students attending a Mississippi Institution of Higher Learning. A total of 5,603 students were included in the study from the fall 2001 and 2002 semesters. Transfer students were not included in the study. A successful completer was defined as completing a bachelor’s degree within six-years of enrollment. Students still enrolled in the seventh year were not included. In addition, students seeking an Associate’s Degree were also not included. Descriptive statistics revealed that graduation rates fluctuated depending on high school GPA, ACT scores, income and parental education levels. The most significant differences in graduation rates occurred when analyzing high school GPA and income statistics. These findings were supported when logistic regression analysis was employed. Logistic regression analysis was used to analyze these factors compared to graduation rates for the state, and by type of institution. In Mississippi, there are four regional universities and four research universities. High school GPA and parental income were significant predictors in all three models, while ACT was significant when analyzing data for the system. For research universities, the education level of the father was significant. For regional universities, ethnicity was a significant predictor. In all, universities should develop a deeper understanding of the socioeconomic background of students in order to ensure that proper scaffolding is in place to ensure successful matriculation.

The small businessman in an undeveloped country often finds himself isolated from formal, institutional credit sources, either through ignorance or by his non-acceptability as a credit risk. Both his lack of credit and lack of education can limit his participation in national development, and in fact, such development might even work against him as it makes his competitors' easier access to these resources even more important. It was concluded that the educational level achieved by the small businessman in Santos Guardiola is roughly the sixth grade, that the lack of business and financial content in their formal education does not prevent their learning about business and finance, and that a large majority of them use credit in their business. It was further concluded that the loan officers with the four lending institutions have adequate education and training to administer the loans made, that business credit needs are generally satisfied without resort to an informal credit market, and that while the deposits and business loans are expanding for all four institutions the credit union has been able to expand most rapidly by attracting the small saver and the small borrower. In addition, it was concluded that development banks are primarily interested in large industrial projects that are generally not suited to Santos Guardiola.

Este trabalho teve início numa investigação de resultados do ensino a distância como estratégia de ampliação do acesso ao ensino superior e de formação de professores para a educação básica. Durante o percurso, evidenciouse que não se poderia fazer a crítica dos resultados quantitativos favoráveis e dos resultados qualitativos desfavoráveis no contexto específico do ensino a distância mediado por tecnologias, porque esses resultados reproduziam o desempenho da educação brasileira como um todo, seja \'de perto\', seja \'a distância\', e se inscreviam num contexto muito mais complexo do que a falsa polêmica da presencialidade versus virtualidade. Identifica-se nas dualidades estruturais históricas do sistema educacional brasileiro, na assunção - por vezes assumida, por vezes sutil - de um projeto de educação alinhado às necessidades e caprichos do mercado - e na ausência de diálogo objetivo e subjetivo entre a Universidade e o ensino básico dimensões importantes do problema educacional do país. Propõe-se uma urgente reinvenção do diálogo sobre e na educação, e especificamente uma ação comunicativo-pedagógica na instância da educação tecnológica representada pelas FATECs - Faculdades de Tecnologia do Estado de São Paulo - a ser implementada pela Coordenação de Ensino Superior do Centro Paula Souza. / This paper began with an investigation of the results of distance education as an strategy of boardening the access to higher education and basic education formation for teachers. During this time, it became clear that the criticism of the quantitative positive results and of the negative ones couldn\'t be done, because these results mirrored the Brazilian education as a whole, from up close or far away, and they were inserted in a much more complex context than the false polemics of virtuality vs presence. It is identified in the historic structural dualities of the Brazilian educational system, in the assumption - usually subtile - of a educational Project aligned to the self centered necessities of the Market - and in the absence of objective dialogue about technological education and inside techonological education represented by the FATECs - Faculdade de Tecnologia do Estado de São Paulo - to be implemented by the coordination of higher education of Centro Paula Souza

Este trabalho teve início numa investigação de resultados do ensino a distância como estratégia de ampliação do acesso ao ensino superior e de formação de professores para a educação básica. Durante o percurso, evidenciouse que não se poderia fazer a crítica dos resultados quantitativos favoráveis e dos resultados qualitativos desfavoráveis no contexto específico do ensino a distância mediado por tecnologias, porque esses resultados reproduziam o desempenho da educação brasileira como um todo, seja \'de perto\', seja \'a distância\', e se inscreviam num contexto muito mais complexo do que a falsa polêmica da presencialidade versus virtualidade. Identifica-se nas dualidades estruturais históricas do sistema educacional brasileiro, na assunção - por vezes assumida, por vezes sutil - de um projeto de educação alinhado às necessidades e caprichos do mercado - e na ausência de diálogo objetivo e subjetivo entre a Universidade e o ensino básico dimensões importantes do problema educacional do país. Propõe-se uma urgente reinvenção do diálogo sobre e na educação, e especificamente uma ação comunicativo-pedagógica na instância da educação tecnológica representada pelas FATECs - Faculdades de Tecnologia do Estado de São Paulo - a ser implementada pela Coordenação de Ensino Superior do Centro Paula Souza. / This paper began with an investigation of the results of distance education as an strategy of boardening the access to higher education and basic education formation for teachers. During this time, it became clear that the criticism of the quantitative positive results and of the negative ones couldn\'t be done, because these results mirrored the Brazilian education as a whole, from up close or far away, and they were inserted in a much more complex context than the false polemics of virtuality vs presence. It is identified in the historic structural dualities of the Brazilian educational system, in the assumption - usually subtile - of a educational Project aligned to the self centered necessities of the Market - and in the absence of objective dialogue about technological education and inside techonological education represented by the FATECs - Faculdade de Tecnologia do Estado de São Paulo - to be implemented by the coordination of higher education of Centro Paula Souza

Researchers have found that higher education is known to stabilize political opinions and thought to enhance critical thinking skills. The role that an individual's level of education plays in shaping public opinion during a foreign affairs crisis, within the context of repetitious and uniform news media coverage, has yet to be determined. The theoretical foundation of agenda-setting explains how salience is created by emphasizing certain messages and influencing public opinion and may bypass education and political knowledge. The purpose of this quantitative study was to examine the relationship between education level and public opinion immediately before the Iraq War. The analysis used a secondary dataset consisting of 3,262 respondents in a 2002 national public opinion survey. Binomial logistic regression was used to test 5 hypotheses. Findings indicated there was a significant relationship between education levels and support for combatting international terrorism as a foreign policy goal as well as the use of troops to invade Iraq (p < .006). The results indicated that in some instances higher education played a significant role in shaping public opinion during the period before the Iraq War. Positive social change from this research includes helping policy-makers understand how public opinion is shaped during a crisis so the views of the citizenry can be more effectively incorporated into the policy-making process.